💡 Lesson Overview
In this lesson, students transform a mixed pile of LEGO® bricks into a rich number sense activity. They sort, count, and compare bricks by colour and type, building accurate counting skills and early mathematical language.
The focus of this lesson is:
- accurate counting up to 20 and beyond
- organising counting using simple categories (colour, type)
- constructing simple number equations
- comparing quantities using mathematical vocabulary
- understanding that comparisons may show differences or equality
- developing purposeful decision making when choosing a model
Designed for Grades 1–2, with extensions for Grade 3. Aligned with Common Core (Grades 1–2), Cambridge Primary (Stage 1–2), and IB PYP.
Part of the Brickit approach — transforming existing LEGO® bricks into meaningful learning.
🎯 Today's Goal for Students
👩🏫 What to tell your students at the start of the lesson:
"Today we are learning to count and compare bricks by color. We will sort our bricks, count how many of each color we have, and see which color has more or fewer bricks."
💡 This simple statement helps students understand the purpose of the lesson and makes their actions more meaningful and focused.
🎯 Learning Goals
Number Sense
Count and compare objects up to at least 20
Sort bricks into meaningful categories (colour, shape, size)
Operations (Early)
Represent totals using simple equations (e.g., 3 red + 4 blue = 7)
Mathematical Language
Use terms: more, less, equal, total, how many
Reasoning & Problem Solving
Check and verify counts using more than one method
Explain how substitutions and regrouping help accuracy
Collaboration
Share tasks and work cooperatively in small teams
🧠 Skills Developed
| Domain | Focus in this Lesson |
|---|---|
| Mathematics | Counting, comparing, composing numbers |
| Data Organisation | Sorting by attributes, classifying by colour or shape |
| Cognitive Skills | Observation, error checking, consistent strategies |
| Communication | Using number words, comparison language |
| Collaboration | Turn taking, shared responsibility |
| Problem Solving | Substituting missing bricks; adapting scanning limitations |
🧰 Teacher Preparation
These materials support the Quick start routine above and keep the lesson within 45–50 minutes.
Materials per team (typically 2–4 students; up to 5–6 if needed)
200–300 mixed LEGO® bricks
1 device with Brickit App for Schools
Mini whiteboard or large paper
Markers
Student Recording Sheet (print 1 per student)
Teacher Observation Checklist
Optional: sorting trays, paper plates
Environment
Tables arranged so bricks can be spread for scanning
Space between groups for easy teacher movement
Before the lesson
Pre-scan one sample pile to check lighting and camera distance
Prepare board space for colour count tables and equations
This lesson also supports strategy awareness — children observe how others sort, count, and group materials and may choose strategies that work for them.
This lesson encourages purposeful model choice — students learn to select a model that interests them and is appropriate for the time available.
📝 Teacher Notes - Why We Build First
Every Brickit Math lesson begins with: Sort → Scan → Choose → Build.
This routine:
- reduces frustration by organising the pile
- helps students understand what pieces they have
- allows them to make meaningful choices
- builds motivation and ownership
- creates a concrete model that becomes the foundation for mathematical thinking
- strengthens problem solving when substitutions are needed
- supports tactile and visual learners
- aligns with inquiry-based mathematics (Common Core, PYP, Cambridge)
Building is not optional: it is the engine that drives mathematical exploration in this lesson.
📄 Student Recording Sheet
Print this worksheet for each student or group:
Counting Colours and Bricks – Lesson 1.1
Name: __________________ Date: _______________
1. Red bricks: ______
2. Blue bricks: ______
3. Yellow bricks: ______
4. Other colours: ______
My total: ______
My colour equation:
______ + ______ + ______ = ______
How I counted (tick):
☐ ones ☐ groups of 2 ☐ groups of 5 ☐ other: __________
Draw your bricks or your model:
📘 Lesson Flow
🧺 Sort the Pile
Duration: 5–8 minutes
👩🏫 Instructions
"Let's get ready to explore numbers. Pour out your bricks and sort them by an attribute."
"If you choose colour, put similar shades together — all blues in one group, all yellows in another. No need for exact shade matching."
"You can sort by colour families, shape, height, or number of studs. Choose what makes sense to you."
"Do not aim for perfect sorting. If bricks are connected, you can leave them together."
👧👦 What You Need to Do
- Pour bricks out
- Sort by chosen attribute (colour families, shape, height, or studs)
- Do not aim for perfect sorting
- If you see a sorting strategy you like, try it
👩🏫 Teacher Focus
- Ask: "Which colour do you have the most of, or are the colours mostly the same?"
- Reinforce: Sorting is mathematical thinking — grouping, comparing, organising
- Accept any reasonable sorting strategy
🟦 Teacher Tip
Sorting is a warm-up, not a requirement. It helps organise materials and activates attention. Connected bricks can stay together. Multi-colour bricks can go in mixed groups or by dominant colour — both choices are fine.
🔁 If students struggle…
- Remind: "Similar colours go together — no need for exact matching."
- If bricks are hard to separate, say: "Leave them together — that's fine."
- If a student is stuck, suggest: "Try sorting by shape instead."
📝 Teacher Notes
- Sorting is not required for the Brickit scan and does not need to be exact.
- If some bricks are tightly connected, leave them together — perfection is not required.
- If a brick has more than one colour (windows, wheels), place it in a mixed-colour group or choose the dominant colour. Either choice is acceptable.
- Sorting helps children notice attributes, organise materials, and prepare for counting. Its purpose is cognitive activation, not correctness.
- Children may use different sorting strategies. Encourage noticing how others work and trying new strategies. Strategies are optional — accuracy in counting is the goal.
📷 Scan & Choose a Model
Duration: 5–8 minutes
👩🏫 Instructions
"Spread your bricks into one flat layer — one brick thick. This helps Brickit see everything."
"Now scan with the Brickit App. Look at the models it suggests."
"Choose a model your team likes, can build, and can build quickly — about 5–7 minutes."
"Brickit recognises shape and size, not colour. You can use any colours you have. Substitutions are correct and encouraged."
📋 Model Selection Rule
A model is "just right" if:
- students LIKE it
- they CAN build it (not too many tiny parts)
- they can build it QUICKLY (5–7 minutes)
- approx. 8–15 bricks (if visible in app)
- simple shape, no rare bricks
- substitutions are expected
👧👦 What You Need to Do
- Spread bricks on a flat surface (one layer thick)
- Scan with the Brickit App
- Look at suggested models
- Choose a model that feels "just right"
👩🏫 Teacher Focus
- Encourage team discussion
- Ensure each team makes their own choice
- Reinforce: Every choice is valid
- If your Brickit shows piece-count, guide toward 8–15 bricks
🟦 Teacher Tip
Children choose by interest first. Guide gently toward models they can build in 5–7 minutes: one clear object, few tiny pieces, visually simple.
🔁 If students struggle to choose…
- Remind the three rules: LIKE it, CAN build it, QUICK to build
- Help find a simpler model if current choice is too complex
- Say: "If it feels 'just right', that's perfect."
⚠️ If students struggle to build
- Switch to a simpler model
- Freeze the build "as is" and move to math
- Move to math even if model is unfinished — the goal is mathematical reasoning, not perfect building
📝 Teacher Notes
- The colour of the suggested Brickit model does not matter. Children may build using any available colours.
- If a piece is missing, students should choose a similar size/shape — this is correct problem-solving.
- If your Brickit version shows piece-count, aim for 8–15 bricks. If not, guide using visual simplicity.
- Sorting and rebuilding do not need to be perfect. The goal is mathematical reasoning, not precision.
🧱 Building the Model
Duration: 8–10 minutes
👩🏫 Instructions
"Now build your chosen model. Work together."
"If a piece is missing, find a similar one — same size or shape. That's correct problem-solving."
"If you're stuck, ask your team for help."
👧👦 What You Need to Do
- Follow the building instructions
- Search for pieces in the sorted pile
- Substitute missing pieces with similar shapes/sizes
- Help each other find pieces
- Check that the model matches the instructions (approximately)
👩🏫 Teacher Focus
- Observe problem-solving strategies
- Support teams that struggle with substitutions
- Celebrate creative adaptations
- Ensure all team members participate
🟦 Teacher Tip
Substitutions are correct and encouraged. If a team can't find the exact piece, they should use a similar one. This is mathematical problem-solving, not a building test.
🔁 If students struggle…
- If building takes too long: "Freeze your model as is and move to counting."
- If many pieces are missing: "Use similar pieces — that's fine."
- If team is stuck: "Ask another team for help finding pieces."
📝 Teacher Notes
- Brickit recognises shape and size, not colour. Substitutions are expected and correct.
- The model does not need to match the instructions exactly. Approximate matches are fine.
- If building is taking too long, it's acceptable to move to the math part with an incomplete model.
🔍 Mathematical Exploration — Observation & Counting by Colour
Duration: 10–12 minutes
🧠 Strategy Awareness
You may use different counting and sorting strategies. Notice how others work and try new strategies. Strategies are optional; accuracy is the goal.
Part A: Observation (2–3 minutes)
👩🏫 Instructions
Answer 2–3 questions:
- How many bricks are in your model?
- Which colour appears the most, or are the colours mostly the same?
- What is the tallest part, or are all parts the same height?
- What is the widest part, or are several parts equally wide?
- Do you see any repeating bricks, colours, or shapes?
👧👦 What You Need to Do
- Observe your model carefully
- Answer questions using complete sentences
- Examples: "I have 4 red bricks and 6 blue bricks." "All parts are the same height."
✅ These Answers Are Correct
- "They are the same height" — if no part is taller
- "Several parts are equally wide" — if no widest part
- "No colour appears the most" — if colours are similar amounts
- "The colours are mostly the same" — if no dominant colour
These answers are correct and support mathematical comparison skills.
Part B: Counting by Colour (8–10 minutes)
👩🏫 Instructions
"Now count exactly how many bricks you have of each colour. Work as a team. One counts, one checks."
"You can count by ones, groups of 2, or groups of 5. Choose what helps you stay accurate."
"After you count, recount using a different method to check your answer."
👧👦 What You Need to Do
- Count bricks in each colour group
- Recount using a different method (ones, groups of 2, groups of 5)
- Record numbers on your Recording Sheet
- Verify counts match between methods
👩🏫 Teacher Focus
- Observe counting strategies
- Ask: "How do you know your count is correct?"
- Build a simple class table on the board:
| Colour | Number |
|---|---|
| Red | ___ |
| Blue | ___ |
| Yellow | ___ |
🟦 Teacher Tip
Children may count in different ways. Encourage noticing how others count and choosing the strategy that helps them stay accurate. Strategies are optional — students choose what works for them.
🔁 If students struggle…
- If counts don't match: "Try counting again using a different method."
- If students skip bricks: "Point to each brick as you count."
- If team is stuck: "Try counting by groups of 2 or 5."
📝 Teacher Notes
- Some models may not have a tallest or widest part, and colours may appear in similar amounts. Accept answers such as "they are the same height", "several parts are equally wide", or "no colour appears the most".
- Children may count in different ways (ones, groups of 2, groups of 5). Encourage strategy awareness — noticing how others work and trying new strategies.
- Strategies are optional — students choose what works for them. Accuracy is the goal.
⚖️ Mathematical Exploration — Colour Equations
Duration: 8–10 minutes
👩🏫 Instructions
"Show what you counted using an equation."
"Write your colour counts as an equation. For example: 4 red + 3 blue + 2 yellow = 9"
"Beginner option: use only 2 colours."
👧👦 What You Need to Do
- Write an equation with 2–3 addends
- Example:
4 red + 3 blue + 2 yellow = 9 - Beginner option: use only 2 colours
- Record equation on your Recording Sheet
👩🏫 Teacher Focus
- Show one real example from a team on the board
- Highlight: Equations describe how totals are composed
- Support students who need to use only 2 colours
🟦 Teacher Tip
Equations connect concrete counting to abstract number sentences. Students see that 4 + 3 + 2 = 9 describes their actual model.
🔁 If students struggle…
- If equation is too complex: "Start with just 2 colours."
- If students forget totals: "Check your Recording Sheet for the counts."
- If format is unclear: "Show me: number + number = total."
⚖️ Comparison & Reasoning
Duration: 5–7 minutes
👩🏫 Instructions
Answer comparison questions (2–3 questions):
- Which team has more red bricks?
- How many more?
- Whose total is greater?
- Are any teams equal?
Explain your answer using numbers.
👧👦 What You Need to Do
- Compare your counts with other teams
- Explain differences using numbers
- Example: "My team has 2 more red bricks because we have 6 and they have 4."
- Use mathematical vocabulary: more, less, equal, greater
👩🏫 Teacher Focus
- Encourage complete explanations with numbers
- Reinforce mathematical vocabulary
- Accept "equal" or "the same" as valid comparisons
🟦 Teacher Tip
Comparisons build number sense. Students learn that numbers describe relationships, not just quantities.
🔁 If students struggle…
- If explanation is unclear: "Show me the numbers: we have ___, they have ___."
- If students can't compare: "Look at your Recording Sheets — which number is bigger?"
💭 Reflection & Recording
Duration: 5–7 minutes
👩🏫 Instructions
"Complete your Recording Sheet with all your work."
"What strategy helped you count accurately today?"
"Did you try a new strategy or learn from someone else?"
👧👦 What You Need to Do
- Record colour counts on your Recording Sheet
- Write your equation
- Tick how you counted (ones, groups of 2, groups of 5, other)
- Draw your model
- Reflect on counting strategies you used
👩🏫 Teacher Focus
- Collect evidence of learning through Recording Sheets
- Take photos of models if helpful
- Quick interviews: "Tell me about your counting strategy."
🟦 Teacher Tip
Reflection builds metacognition. Students think about their own thinking and learn from others' strategies.
🔁 If students struggle…
- If Recording Sheet is incomplete: "Check your counts and equation — make sure everything is recorded."
- If reflection is unclear: "Tell me: did you count by ones, twos, or fives?"
🧩 Differentiation
Emerging Learners (Grade 1)
- Count only 1–2 colours
- Use counting by ones
- Write a single total
Developing Learners (Grade 2)
- Count 3–4 colours
- Write full equations
- Compare two colour groups
Advanced Learners (Grade 2–3)
- Count by 2s or 5s
- Show 2–3 ways to compose the same total
- Provide a written justification
🧮 Assessment Tools
Use during circulation.
| Skill | Observable Behaviour | Check |
|---|---|---|
| Sorting | Sorts accurately by colour | ☐ |
| Counting | Counts to 20+ with accuracy | ☐ |
| Error Checking | Recounts using second strategy | ☐ |
| Recording | Writes values correctly | ☐ |
| Equation Building | Forms simple number equation | ☐ |
| Reasoning | Explains comparisons clearly | ☐ |
| Communication | Uses terms like more/less/equal | ☐ |
| Collaboration | Shares tasks, works cooperatively | ☐ |
Reflection indicators:
Can explain how they counted
Can link colour groups to an equation
Can compare quantities with justification
🌿 Extensions & Challenges
Same Total
Build a different model with the same total number of bricks
Count by Steps
Try grouping by 2s or 5s
Mini Data Display
Make a class bar chart of red brick counts
📚 Curriculum Alignment
| Framework | Standards |
|---|---|
| Common Core (US) | K.CC.B.4–5, 1.NBT.A.1, 1.OA.A.1, 1.MD.A.1 |
| Cambridge Primary (Stage 1–2) | N1.2–N1.7, N2.1–N2.3 |
| IB PYP Mathematics | "Numbers convey quantity and relationships." "Understanding numbers helps describe the world." |